Measuring What Matters in Early Childhood Classrooms: A Focus on Teacher-Child Interactions

@inproceedings{LoCasaleCrouch2016MeasuringWM,
  title={Measuring What Matters in Early Childhood Classrooms: A Focus on Teacher-Child Interactions},
  author={Jennifer LoCasale-Crouch and G. Vitiello and Sadie Hasbrouck and Yyann{\'u} Cruz Aguayo and Sara C. Schodt and B. Hamre and Marcia E. Kraft-Sayre and C. Melo and R. Pianta and Francisca Romo},
  year={2016}
}
  • Jennifer LoCasale-Crouch, G. Vitiello, +7 authors Francisca Romo
  • Published 2016
  • Psychology
  • ISSN: 0719-0409 DDI: 203.262, Santiago, Chile doi: 10.7764/PEL.53.1.2016.18 This article summarizes recent trends in early childhood education and the role of teacher-child interactions, and also expands upon one particular framework that has helped the field advance in understanding this key component. Motivation for this summary comes from a growing body of international research, including some studies in Latin America, that indicate that investment in early childhood education can reap… CONTINUE READING
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